Sociolinguistic Research Proposal
SOCIOLINGUISTICS, ALC8002, ASSIGNMENT 1: RESEARCH PROPOSAL
Describe how you would set up a sociolinguistic study of some kind, based on examples that
you have seen. This is worth 40% of the overall module mark, and should be around 1000
words. The due date and time for submission of your research proposal is no later than 1
pm. Thursday 17 March, 2022.
Features of a ‘research proposal’
A. Introduction: What is the general topic or subject area, e.g. ‘gender and language use’? -Background / Review of published work: what is the current state of knowledge,
according to key/significant work scholars? -Research Gap & significance: Overview of previous relevant research (academic
literature)
-Identify a research gap which you are trying to fill
-State why your research is significant and can add to understanding of the topic
-State a research hypothesis(es) or question(s), not both
B. Method[s] of collecting data, the population or the linguistic feature being investigated,
and the procedure you adopted
i) Field work approach
-When? -Where? -Who will collect data? -Who or what are the focus of the study? -How will data be collected?
-Why will you do in this way (or these ways)?
ii) Analysis approach
-How will data be analysed?
-Why will it be done in this way?
C. Analysis and discussion:
-Analysis is a way to turn raw (messy data) into answers to research questions or
hypotheses.
-Discussion tries to address the question, ‘why?’
D. Conclusion:
-Summary of key finding(s) -Limitations of your study (as no study is perfect)
-Future research possibilities
E. References: Only those sources you have actually referred to.
F. (Optional) Appendices, e.g.:
Draft interview questions
Draft questionnaire
SOCIOLINGUISTIC RESEARCH PROPOSAL
by (Name)
The Name of the Class (Course)
Professor (Tutor)
The Name of the School (University)
The City and State where it is located
The Date
Introduction
The study of language attitudes has a long history spanning several academic disciplines and entails various methodological approaches to deciphering social meaning individuals ascribe to both language and its users. A systematic review of existing literature in language attitudes reveals that the bulk of studies investigating people's disposition to a class of language speakers tends to revolve around: dialect and speech style; language variation; particular minority languages and language groups; language preferences and use; as well as language lessons. One general finding from these studies is that language variety is categorized using a hierarchy of prestige where those linked to dominant socioeconomic groups such as straight speech are accorded high prestige while those associated with subordinate socioeconomic groups such as ethnic dialects are ascribed the least prestige (Bugel and Montes-Alcalá, 2020). These classifications emerge even within group affiliations where speakers of low prestige language varieties typically give low status to other speakers in their linguistic communities.
However, low prestige language varieties tend to generally score higher in solidarity and friendliness traits than high prestige language varieties. The literature review also showed that language attitudes are founded on social group labels and not any characteristic features of the language itself (Ladegaard, 2000). However, since different social classes are linked with various stereotypes, one can be assessed contrastingly depending on how others perceive and understand their speech. Speakers who negatively fail to meet the listener’s anticipations of likely language behavior are likely to be evaluated deleteriously and vice versa. On the whole, the studies confirmed people's inherent bias for linguistic in-group members where speakers of low-prestige varieties are exposed to more excellent discrimination than their counterparts. One research gap that emerged from the literature review was the dearth of research on how the usage of high-prestige language varieties in school systems influence students’ linguistic stereotypes (Dragojevic et al., 2020). The few studies investigating the issue have identified social factors, especially peer groups and parents, as positively influencing learners’ attitudes towards low prestige language varieties.
On the other hand, educational environmental factors, particularly seating arrangement and the classroom setting, negatively influence students' attitudes towards low prestige language varieties. In general, the research showed that students' attitudes are impacted by their individual experiences in linguistic use where language is differentiated based on identification or communication (Riagáin, 2008). My research on how the usage of high-prestige language varieties in school systems influences students' linguistic stereotypes is important because it can help eradicate both overt and covert signals in school that promote damaging and harmful linguistic stereotyp...